Feasibility Study of Solar Driven Underground Cooling System

In the United States the peak electrical use occurs during the summer. In addition, the building sector consumes a major portion of the annual electrical energy consumption. One of the main energy consuming components in the building sector is the Heating, Ventilation, and Air-Conditioning (HVAC) systems. This research studies the feasibility of implementing a solar driven underground cooling system that could contribute to reducing building cooling loads. The developed system consists of an Earth-to-Air Heat Exchanger (EAHE) coupled with a solar chimney that provides a natural cool draft to the test facility building at the Solar Energy Research Test Facility in Omaha, Nebraska. Two sets of tests have been conducted: a natural passively driven airflow test and a forced fan assisted airflow test. The resulting data of the tests has been analyzed to study the thermal performance of the implemented system. Results show that: The underground soil proved to be a good heat sink at a depth of 9.5ft, where its temperature fluctuates yearly in the range of (46.5°F-58.2°F). Furthermore, the coupled system during the natural airflow modes can provide good thermal comfort conditions that comply with ASHRAE standard 55-2004. It provided 0.63 tons of cooling, which almost covered the building design cooling load (0.8 tons, extreme condition). On the other hand, although the coupled system during the forced airflow mode could not comply with ASHRAE standard 55-2004, it provided 1.27 tons of cooling which is even more than the building load requirements. Moreover, the underground soil experienced thermal saturation during the forced airflow mode due to the oversized fan, which extracted much more airflow than the EAHE ability for heat dissipation and the underground soil for heat absorption. In conclusion, the coupled system proved to be a feasible cooling system, which could be further improved with a few design recommendations.

Nurturing Young Students' Writing Knowledge, Self-Regulation, Attitudes, and Self-Efficacy: The Effects of Self-Regulated Strategy Development (SRSD)

The purpose of this study was to investigate the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction (Graham & Harris, 2005; Harris & Graham, 1996) on the writing skills and writing self-regulation, attitudes, self-efficacy, and knowledge of 6 first grade students. A multiple-baseline design across participants with multiple probes (Kazdin, 2010) was used to test the effectiveness of the SRSD instructional intervention. Each participant was taught an SRSD story writing strategy as well as self-regulation strategies. All students wrote stories in response to picture prompts during the baseline, instruction, independent performance, and maintenance phases. Stories were assessed for essential story components, length, and overall quality. All participants also completed a writing attitude scale, a writing self-efficacy scale, and participated in brief interviews during the baseline and independent performance phases. Results indicated that SRSD can be beneficial for average first grade writers. Participants wrote stories that contained more essential components, were longer, and of better quality after SRSD instruction. Participants also showed some improvement in writing self-efficacy from pre- to post-instruction. All of the students maintained positive writing attitudes throughout the study.